A Field Experience without the Field: A Reflective Self-Study of Teaching an Elementary Science Field Experience Online during a Pandemic

Autor/inn/en	Perry, Spencer; Rogers, Meredith Park; Kitts, Kraig
Titel	A Field Experience without the Field: A Reflective Self-Study of Teaching an Elementary Science Field Experience Online during a Pandemic
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 10 (2022) 2, S.528-548 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Perry, Spencer) ORCID (Rogers, Meredith Park) ORCID (Kitts, Kraig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Experiential Learning; COVID-19; Pandemics; Elementary School Mathematics; Elementary School Science; Mathematics Instruction; Science Instruction; Online Courses; School Closing; Video Technology; Preservice Teacher Education; Preservice Teachers; Indiana + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Lehramtsstudiengang; Lehrerausbildung
Abstract	Teaching a field experience course during a pandemic resulted in unique challenges because preservice teachers could not visit classrooms like they would in a traditional field experience. This article is a self-study exploration of the tensions experienced by a doctoral student teaching an elementary math and science field experience in a fully online setting during the height of the COVID-19 pandemic. To substitute for a lack of available elementary school children, preservice teacher acted as substitutes for children during lesson rehearsals. Preservice teachers were usually poor substitutes for actual children when evaluating the extent to which the pandemic field experience mimicked traditional field experience. Instructional videos were frequently used in an attempt to provide meaningful opportunities for preservice teachers to engage in classroom practices. The perceived usefulness of instructional videos by preservice videos varied based on the type of video that was used. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01